The Impact of Debate Strategy on Developing English

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2018 عشر لسنة لتاسعالعدد ا مجلة البحث العلمى فى التربية

The Impact of Debate Strategy on Developing English

Vocabulary and Decision Making of French Department

Students at Al-Arish Faculty of Education

Dr . Ahmed Elsayed Ahmed

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The Impact of Debate Strategy on Developing English Vocabulary and

Decision Making of French Department Students at Al-Arish Faculty of

Education

Ahmed Elsayed Ahmed*

Abstract

The aim of this study was to investigate the impact of debate

strategy on developing English vocabulary and decision making of

French department students at Al-Arish faculty of education . The

design of the study was a one group pre – posttest quasi experimental

design. Thirty of third – year French university students were

selected to be the experimental group of the study. This experimental

group was tested using pre – post vocabulary test and decision

making scale before and after being exposed to debate activities

treatment .The experiment lasted for two months during the first term of

2017-2018 academic year . Paired – samples of t – test revealed

significant differences between the pre test and post test of vocabulary

test and the scale of decision making . It was concluded that using debate

strategy to university students was effective on developing their

vocabulary and decision making .

Keywords : debate - vocabulary – decision making- students of French

department

ملخص البحث باللغت العربيت

فاعليت استراتيجيت المناظرة في تنميت مفرداث اللغت الانجليزيت و إتخار القرار : عنوان البحث

لذي طلاب قسم اللغت الفرنسيت بكليت التربيت بالعريش

هذفد هزٍ الذساسح الرعشف علي فاعليح الوٌاظشج في ذٌويح هفشداخ اللغح الاًجليزيح و إذخار

اشرولد الذساسح علي هجوىعح .القشاس لذي طلاب قسن اللغح الفشًسيح تكليح الرشتيح تالعشيش

واحذج ذجشيثيح و ذكىًد أدواذها هي قائوح توفشداخ اللغح الاًجليزيح الوشاد ذٌويرها لذي طلاب

قسن اللغح الفشًسيح، الفشقح الثالثح تكليح الرشتيح تالعشيش واخرثاس هفشداخ اللغح الاًجليزيح

لطلاب شعثح اللغح الفشًسيح والأًشطح القائوح علي اسرشاذيجيح الوٌاظشج تالإضافح إلي هقياس

ذن ذقذين ذلك الأدواخ الي طلاب شعثح اللغح الفشًسيح في الرشم الأول هي العام . إذخار القشاس

ذكىى الرصوين الرجشيثي هي هجوىعح واحذج ذجشيثيح اشرولد علي . 2018- 2017الجاهعي

طالة في هادج اللغح الإًجليزيح لغيش الورخصصيي ، شعثح اللغح الفشًسيح ، الفشقح الثالثح 30عذد

أوضحد ًرائج الذساسح فاعليح إسرخذام اسرشاذيجيح الوٌاظشج في ذٌويح هفشداخ اللغح .

الاًجليزيح و إذخار القشاس لذي طلاب قسن اللغح الفشًسيح تكليح الرشتيح تالعشيش و في ضىء

.ًرائج الذساسح ذن ذقذين هقرشحاخ وذىصياخ الذساسح

طلاب - إتخار القرار– مفرداث اللغت الانجليزيت - استراتيجيت المناظرة : الكلماث المفتاحيت

قسم االلغت الفرنسيت

*Lecturer of TEFL . Faculty of Education , Arish University , Arish ,

Egypt

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Introduction

Vocabulary is a critical element for language learners. Developing

vocabulary knowledge enables effective communication. However,

learning a foreign language is difficult and stressful. In addition,

memorizing English vocabulary is often considered boring. Learners may

lack motivation for learning the English vocabulary .

Amin and Mojavzi (2017) add that EFL learners at all ages and

proficiency levels are usually confronted with various problems in

vocabulary learning and retention. Absalom(2015) indicates that one of

the thorniest aspects of teaching languages is developing students'

vocabulary, yet it is impossible to be an accurate and highly

communicative language user with a very small vocabulary. Lie (2016)

clarified that numerous researchers in education recognize that

vocabulary is essential in foreign language learning. However, students

often encounter vocabulary that is difficult to remember. Providing

effective vocabulary learning strategies is therefore more valuable than

teaching students a large amount of vocabulary.

Lessard (2013) urged that vocabulary is central to English language

teaching. Without sufficient vocabulary, students cannot understand

others or express their own ideas. Teachers who find the task of teaching

English vocabulary a little daunting are not alone! Kusumawati (2017)

added that scholars in language learning and teaching agree that

vocabulary plays a vital role in a language learning. However, the way

the vocabulary is presented to language learners, whether explicitly or

implicitly, becomes central discussion in language literature. Naeimi and

Thomas (2015) believe that vocabulary learning has long been considered

as one of the essential components for developing language learning.

However, language learners are required to not just concern about

memorizing definitions but also integrating vocabulary meaning into their

present knowledge. Many strategies such as direct or indirect ones may

be integrated to enhance vocabulary acquisition.

Debates in English teaching explored the major issues all English

teachers encounter in their daily professional lives. Debate engages with

established and contemporary debates, promotes and supports critical

reflection and aims to stimulate both novice and experienced teachers to

reach informed judgments' and argue their point of view with deeper

theoretical knowledge and understanding. Davison, et al (2012) .

The relationship between debate and vocabulary is revealed in

Aclan s' believe (2015) that vocabulary, the backbone of any language

including English, is foundational for listening, speaking, reading and

writing. Vocabulary is seen to be learned better when it is contextualized

thus language teachers should design communicative activities such as

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debate. However, debate, being more known as a competitive rather than

a classroom activity worldwide, has not been explored yet for its potential

to develop vocabulary among EFL/ESL students although it has been

identified for its power in developing communication skills in general as

well as critical thinking and other soft skills. Thus, this qualitative study

was conducted to explore why and how EFL students learn vocabulary in

classroom debate. The findings show that students learned vocabulary

due to debate's interactive nature requiring contextualized and meaningful

language use from preparation to actual debate. EFL students described

how they learned vocabulary through debate which has implications for

second language acquisition and language teaching, P1.

There is a relationship between debate and decision making which is

based on critical thinking . Apdoludin and Abdul Rahim (2016)

recognized the effect model of debate in the yellow book learning in

schools to improve students' critical thinking skills so they can find a new

science. It can be concluded that the model of the debate can increase the

effective, critical thinking skills so that students can discover new

knowledge for each study. Through the model is expected to debate

helped teachers in the classroom so that learning takes place more

systematically implemented and significantly improved comprehension

and student critical thinking skills.

Also, Lopez et al (2016) believe that debates have been used to

develop critical thinking within teaching environments. Many learning

activities are configured as working groups, which use debates to make

decisions. Nevertheless, in a classroom debate, only a few students can

participate; large work groups are similarly limited. Whilst the use of web

tools would appear to offer a convenient solution, none of those currently

available provides an automated system for organizing contributions into

a logical structure, or for making decisions.

Discussion and argumentation as they are the essence of debate

strategy may help in developing the vocabulary wealth for the non

specialists students of English besides developing critical thinking skills

which help in the process of decision making .

Background of the problem In foreign language setting , vocabulary is one of the most

important bases of learning the language skills . Strong relationship

between vocabulary and English language skills (Baker, Simmons, &

Kameenui, 1995). Vocabulary knowledge is linked to overall academic

success (Stanovich et al., 1996)

There is a need to develop English vocabulary by using new

approaches of teaching . The researcher claims that using debate may

help in developing the English vocabulary at university level . Kreiger

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(2005) believes that debate is an excellent activity for language learning

because debate engages students in a variety of cognitive and linguistic

ways. Debate provides meaningful listening, speaking and writing

practice, debate is also highly effective for developing argumentation

skills for persuasive speech and writing. With practice, many students

show obvious progress in their ability to express and defend ideas in

debate and they often quickly recognize the flaws in each other's

arguments. Debate is an important educational tool for learning analytic

thinking skills and for forcing self-conscious reflection on the validity of

one's ideas.

Alasmari and Ahmed (2013) add that the countries that use English

as a foreign language need effective activities which motivate students to

practice skills of the language properly inside as well as outside

classrooms. Debating is a practice that inspires learners to open their

mouth, get into discussion, defend their own positions, place counter

arguments and also conduct research on related issues.

In the Egyptian universities, the problem seems more serious . The

researcher as a lecturer of TEFL notices during teaching English course

for non specialists at Alarish Faculty of education that university

students lack the ability to use different words correctly in different

English language skills . Also, students of university do not use English

vocabulary in different situations . Students depend on listing and

memorization without conducting different activities to have this sort of

vocabulary retention . Surveying different studies that investigated need

for developing different language skills of non specialists at the

university level. In the Egyptian context , these studies revealed the

importance of developing English language skills including vocabulary

for non specialists at university level . Elshami (2013) presented a

suggested curriculum for employing English language in teaching science

based on ESP approach at experimental language while Waly (2013)

investigated using action learning set approach (alsa) to develop some

English language writing skills among information and computers college

students . Also, El-Dahrawy ( 2016) urges that the implementation of a

computer-based virtual environment for developing the reading and

writing skills of the first-year students at the faculty of commerce. Abd-

Elrazek, (2017) recognized the effect of using an English morphology

program on developing faculty of medicine students’ medical

communicative writing skills and language proficiency. Elhefnawi, (2017

) indicated the effectiveness of an ESP content-based program on

developing some English language skills for higher institutes of social

work students.

http://srv4.eulc.edu.eg/eulc_v5/libraries/start.aspx?fn=ApplySearch&ScopeID=&SearchText1=The+Implementation+of+a+Computer-based+virtual+Environment+for+Developing+the+Reading+and+Writing+Skills+of+the+first-Year+Students+at+the+Faculty+of+Commerce+%2f&criteria1=0.



http://srv4.eulc.edu.eg/eulc_v5/libraries/start.aspx?fn=ApplySearch&ScopeID=1.&SearchText1=The+Effectiveness+of+an+ESP+Content-Based+Program+in+Developing+Some+English+Language+Skills+for+Higher+Institutes+of+Social+Work+Students+%2f&criteria1=0.



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Aclan (2015) believes that vocabulary is seen to be learned better

when it is contextualized thus language teachers should design

communicative activities such as debate. However, debate, being more

known as a competitive rather than a classroom activity worldwide, has

not been explored yet for its potential to develop vocabulary among

EFL/ESL students although it has been identified for its power in

developing communication skills in general as well as critical thinking

and other soft skills.

In Arish university , English course for non specialists has different

topics which included topics of science and arts texts . These topics are

presented through reading passage, writing paragraphs and translation

passages so, there is a need to develop English vocabulary to help

university students practice English language skills correctly .

The researcher concluded that university students who are studying

English course for non specialists encounter different problems in their

recognition of vocabulary. Also, the researcher conducted a pilot study, a

test of vocabulary recognition included 30 words for the students of

third year , French department at Alarish faculty of education ( out of the

study sample ) .The test included choosing the right meaning of a word

from four multiple choices. These words are related to different

categories of student daily life words . The results of the study sample

revealed that the majority of students ( 65 %) encountered difficulties in

vocabulary recognition .

Statement of the Problem

The problem of the present study was stated as follows : There was a

low level of vocabulary recognition among the university students at

Alarish university, faculty of education . This appears clearly in

recognizing different language skills at university level for the non

specialists who are studying English course for non – specialists . In

attempt to find a solution for this problem , the present study would train

these students to use debate to develop their vocabularies .

Study Questions

1. What are the needed vocabularies to be developed by the students of

French department at Arish faculty of education ?

2. What are the components of debate activities for developing

vocabulary at Arish faculty of education ?

3. What is the effect of debate on developing English vocabulary for the

students of French department at Arish faculty of education ?

4. What is the effect of debate on developing decision making skills for

the students of French department at Arish faculty of education ?

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Hypotheses of the Study

The first hypothesis:

There is no significant statistical difference at the level of ( a≤0.05)

among the -

mean scores of research group students (non specialists) of French

department in pre and post application of the vocabulary test.

The second hypothesis:

- There is no significant statistical difference at the level of (a≤0.05) among

the mean scores of research group students (non specialists) of French

department in pre and post application of the decision making scale.

The third hypothesis:

-There is no accepted impact and size effect of debate on developing

English vocabulary and decision making scale for research group

students ( non specialists ) of French department .

Aims of the Study :

This study aims at :

a-presenting a checklist of the most important English vocabulary related

to each issue of debate .

b-preparing debate activities for developing English vocabulary at Arish

faculty of education .

c-recognizing the impact of debate activities on developing English

vocabulary at Arish faculty of education.

d--recognizing the impact of debate activities on developing decision

making at Arish faculty of education.

Significance of the Study :

The significance of the present study lies in the following points :

a ) This study would add to the research on the impact of debate on

developing different language skills .

b) The findings of this study can be helpful for both EFL lectures and

learners in terms of application debate in their classrooms .

c) Using debate to students of French department will enable them to

transfer their knowledge to their students .

Tools of the Study :

a- A checklist of the needed vocabularies for the students of French

department .

b - A test of vocabulary for the students of French department .

c. A scale of decision making.

d. Work sheets of debate activities for developing English vocabulary .

The Study Participants :

The study participants consisted of one experimental group of French

department, third year , first term of 2017-2018 , number of (30) at

Arish city . The Students are guided for practicing vocabulary using the

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debate to develop English vocabulary during studying the English course

for non specialists at Arish faculty of education.

Design of the Study :

This study will use the descriptive and semi experimental designs for

presenting the literature review and related studies of the study variables

and the application of the study instruments .

Study limitations :

- This study is limited for one experimental group of French department,

third year , first term of 2017-2018 , number of (30) at Arish city .

- A work sheets activities for developing English vocabulary .

- Procedures of the Study :

- Literature review and related studies on the study variables.

- Preparing the checklist of the needed vocabularies .

- Preparing the test of vocabulary .

- Preparing the scale of decision making .

- Preparing work sheets of debate activities for the students of

French department for developing English vocabulary .

- Judging the tools of the study by the jury members.

- Selecting the participants of the study of French department, third

year , 2017-2018 .

- Conducting the pre test of vocabulary and decision making scale .

- Conducting the sheet work of debate activities for developing

English vocabulary .

- Conducting the post test of vocabulary and decision making scale .

- Conducting the interpretation of the study results .

- Presenting suggestions and recommendations for further study .

Definitions of Terms

Debate Strategy (Independent Variable )

Debate is a practice that inspires learners to open their mouth, get

into discussion, defend their own positions, place counter arguments and

also conduct research on related issues. Alasmari, and Ahmed (2013) .

The researcher adpots that debate is a tool which can be structured to

promote a variety of critical thinking skills and motivation to learn

English vocabulary .

Vocabulary ( Dependent Variable )

Knowledge of the meaning and pronunciation of words (lexicon)

Dalhgren (2008) . According to the researcher, vocabulary is defined as

the recognition and the usage of different words in meaningful situations.

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Decision Making ( Dependent Variable )

Decision making is the process of identifying and selecting

alternatives based on your unique preferences. The process of selecting a

logical choice from among the available options. Hamed ( 2010) .

Theoretical Background and Related Studies

English for Specific Purposes :

Students at university level are studying English as non specialists

and that includes studying different comprehension passages of science ,

literature, medicine , life, communication , business and technology. The

researcher will tackle the this concept which is related to English

course for non specialists.

English for specific purposes (ESP) is a sphere of teaching English

language including Business English, Technical English, Scientific

English, English for medical professionals, English for waiters, English

for tourism, English for Art Purposes, etc. Aviation English as ESP is

taught to pilots, air traffic controllers and civil aviation cadets who are

going to use it in radio communications. Wikipedia , 2017

Rahman (2015) stated that English for Specific Purposes, known as

acronym-"ESP", has been a distinct activity in the field of English

Language Teaching (ELT) since 1960s. The flowering period of ESP has

been identified due to many incidents like the second world war in 1945,

the rapid expansion in scientific, the growth of science and technology,

the increased use of English as the international language of science,

technology and business, the increased economic power of certain oil-rich

countries and increased numbers of international students studying in

English Speaking countries. Needs analysis is the key essence of ESP.

Poghosyan (2016) stated the learning needs of the learners within an

ESP (English for Specific Purposes) context. The main concerns of ESP

have always been and remain with the needs analysis, text analysis and

preparing learners to communicate effectively in the tasks prescribed by

their study or work situation. It is often said that ESP lacks an underlying

theory. Teacher is required to implement some analysis concerning the

target needs and the learning needs within the scope of teaching ESP as

an integral part of the instruction. The development of linguistic skills

within communicative instructions of ESP can be achieved .

Ghafournia and Sabet (2014) add that one prominent feature of many

ESP (English for Specific Purposes) courses, which make them rather

different from EGP (English for General Purposes) courses, is the

presence of adult learners, who are primary workers and secondary

learners.

https://en.wikipedia.org/wiki/Teaching

https://en.wikipedia.org/wiki/English_language



https://en.wikipedia.org/wiki/Business_English

https://en.wikipedia.org/wiki/Tourism

https://en.wikipedia.org/wiki/Aviation_English

https://en.wikipedia.org/wiki/Air_traffic_controller

https://en.wikipedia.org/wiki/Civil_aviation

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According to Ono and Morimura (2007) within an ESP course it is

important learners acquire:

-An English proficiency which will allow them to communicate with

English-speaking specialists all over the world .

-A cosmopolitan, global outlook Experiences which will enable them to

communicate with other nations on equal terms outside their own country

. -Creative skills and self-motivation for exploring solutions to problems

related to their professional domains .

- An appreciation of diverse cultures in the world.

As the language competence needed by engineers and scientists

should be related to their professional field there is no longer need to ask

if their English language skills must be improved. A language learning

program will therefore have to improve not only the language skills as

such, but will also have to enhance their comprehensive awareness

enabling learners to communicate adequately with colleagues from other

countries. (Talberg, 2006).

Bell (2002) and Porcaro (2013) address the question of how much

knowledge of the learners’ field of study the ESP teacher needs to have to

be able to select, adapt, simplify authentic texts and develop the manual

that would meet the requirements of the NA, and then teach learners.

Majority of ESP practitioners are not experts in the target field of the

learners and have to struggle to comprehend materials they require

learners to master.

There are many studies in Egyptian context which indicated the

need to develop different language skills for ESP ( English for Specific

Purposes) like Elshami study (2013) which investigated the

effectiveness of a suggested curriculum for employing English language

in teaching science based on ESP approach at experimental language

schools. Also, Waly study ( 2013) which investigated using action

learning set approach (alsa) to develop some English language writing

skills among information and computers college students.

Elsayed (2015) evaluated English for commercial school series

textbook in the light of proposed ESP criteria. Also, Abdel Hamid

(2015) recognized the effectiveness of using podcasting in enhancing

speaking for adult learners of English as a foreign language . Al-

Shater, (2015) investigated the effectiveness of an ESP program in

developing some language skills among faculty of commerce students .

Petkovska (2015) urged that teaching creatively in ESP might in certain

cases present some appropriate solutions to the teaching situation and,

more importantly, boost students' confidence and motivation towards

achieving some of the course objectives. Also, The study of El-

Daharawy (2016) presented the implementation of a computer-based

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virtual environment for developing the reading and writing skills of the

first-year students at the faculty of commerce. Also, Abd-Elrazek study

( 2017) which indicated the effect of using an English morphology

program on developing faculty of medicine students’ medical

communicative writing skills and language proficiency .Also, Elhefnawi

(2017) revealed the effectiveness of an ESP content-based program in

developing some language skills for higher institutes of social work

students .

In Arish university , English course for non specialists has different

topics which included topics of science and arts . These topics are

presented through reading passage , writing paragraphs and translation

passages so, there is a need to develop English vocabulary to increase

achievement and language skills for university students .

Debate Strategy

Debate in English teaching explores the major issues all English

teachers encounter in their daily professional lives. Debate engages with

established and contemporary debates, promotes and supports critical

reflection and aims to stimulate both novice and experienced teachers to

reach informed judgments' and argue their point of view with deeper

theoretical knowledge and understanding. With its combination of expert

opinion and fresh insight. (Davison et al 2012) .

Alasmari, and Ahmed (2013) add that the countries that use English

as a foreign language need effective activities which motivate students to

practice skills of the language properly inside as well as outside

classrooms. Debating is a practice that inspires learners to open their

mouth, get into discussion, defend their own positions, place counter

arguments and also conduct research on related issues. While debating in

English, the debaters get involved into a challenging and thrilling

activity; moreover, they find themselves well-conversant in the aforesaid

language.

Debate can be structured to promote a variety of critical thinking

skills and intrinsic motivation to learn. (Field ,2017) . Morris and Perry

(2017) believe that debate can be used in reframing the English grammar

schools . Lopez et al (2016) point out that debates have been used to

develop critical thinking within teaching environments. Many learning

activities are configured as working groups, which use debates to make

decisions. Nevertheless, in a classroom debate, only a few students can

participate; large work groups are similarly limited.

https://eric.ed.gov/?redir=http%3a%2f%2forcid.org%2f0000-0002-6124-467X

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Debate Components :

A debate is a discussion in which participants articulate, justify, and

clarify their positions on an issue. In this informal debate plan, rebuttals

attempt to refute statements made by the opposing side.

Select the topic :

The topic for a debate evolves from what you are teaching.

Take a Stand :

Who’s pro and who’s con? Every debate has two sides, the affirmative

side and the negative side. The affirmative side, ―pro‖, supports a

proposition. The opposing or negative side, ―con‖, opposes the

proposition. The teacher can divide the class into pros and cons, or

students may choose their own stance.

Let the research begin:

Allow one to three class periods for research. Fact gathering should

support the student’s point of view. Three to five resources are

recommended. Students need a structured framework to guide their

debate.

Select a moderator

The moderator directs the debate and may be the teacher or a student. A

student moderator should be able to speak clearly and keep everyone on

task in a respec tful manner. The moderator formally introduces the

debate topic and recognizes students to speak alternating between pro and

con.

Equal participation

Students will track their participation by making a fold in the card every

time they speak. To ensure equitable participation, after three folds,

students should not speak until all students have had an opportunity to

voice their opinion.

Opening and closing statements

Students may volunteer to make opening and closing statements, or the

teacher may appoint students. Setting the tone for the debate, the students

should have a prepared speech (one to three minutes). The debate begins

with an opening statement from the pro side, followed by a statement

from the con side. Opening statements should include each side’s opinion

with a brief overview of the supporting evidence.

The debate ends with closing statements from both sides. Again the

pro side speaks first followed by the con side. The planned closing

statements (one to three minutes) should restate the opinions with strong

supporting evidence.

DEBATE DO’S

Students need expectations spelled out. It may be a good idea to develop

a list of Debate Do’s together as a class. The following items should be

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on the list. It was suggested that these Debate Do’s be posted in the

classroom and referenced often:

Be polite and courteous.

Listen attentively

Be respectful and supportive of peers.

Avoid inappropriate noises.

Speak only when recognized by the moderator.

Allow others to express their opinions; do not monopolize the debate.

Use grammatically correct language.

Speak clearly, slowly, and loud enough to be heard by the audience.

Speak with passion and excitement.

After the debate:

The debate is over, and it’s time to review and evaluate.

Reflection :

The index card used to designate pro or con will now be used for debate

reflections. Using the back of the card, students will express their

reactions to the debate in a media of their choice. Suggestions include

summarizing the debate in a paragraph or a poem, designing a cartoon,

billboard, or a bumper sticker, or creating a graphic that represents their

opinion. (Myrick , 2017) .

There are some studies which indicated the importance of using

debate in increasing achievement and improving thinking skills . Debates

have been used to develop critical thinking within teaching environments.

Many learning activities are configured as working groups, which use

debates to make decisions.

Hooley (2007) clarified that one of the most important educational

objectives of high school is to teach critical-thinking skills, and no class

does this better than strategic debate. debate can develop critical thinking

skills .

Scott (2008) believed that critical thinking is often a desired

competency for graduates of a technology program. Organizational

members have uttered concern about students' inability to think critically.

The purpose of this study was to gather via questionnaires the perceptions

of technology students on the debate process used in the classroom to

increase critical thinking. The results of the questionnaire revealed that

students believed that the debates helped them understand the topic

better, learn new knowledge, and gain an understanding of the debate

process. In addition, students thought that the debates increased their

critical thinking skills.

Kennedy (2009) indicated that the students in three sections of a class

rated their knowledge and identified their view before and after each of

five in-class debates. Despite their fears of participating in a debate, prior

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to the first debate, approximately 75% of the participants stated that they

would consider using debate as an instructional strategy, and after the

debates, this increased to about 85%. In both instances, males were more

likely to respond positively than were females.

Tessier (2009) adds that to assess the effect of debate format on

learning, four formats were separately employed in an environmental

issues course. Learning was greatest when students wrote about a debate

they witnessed, the teacher provided debate questions, and students

received a reward for winning. Students valued debates for developing

their arguing skills, used the Internet as a primary source, and placed trust

in sources based on the author more than on their critical reading of the

source.

Park and Jugdev (2011) conducted this reflective case study which

was based on independent use of the debate as an online instructional

approach and shared interest in teaching strategies. The researchers

melded data sources and analyzed the findings, including our individual

experiences with the technique. The findings suggest that examining

faculty perceptions and views on the use of debates in text-based paced

and un-paced courses at the online undergraduate and graduate levels can

be a valuable undertaking.

Peace (2011) reported the use of debates in a course on Information

Ethics. Formal debates have been used in academia for centuries and

create an environment in which students must think critically,

communicate well and, above all, synthesize and evaluate the relevant

classroom material. They also provide a break from the standard lecture-

based learning environment. This report provides advice and suggestions

to other faculty faced with teaching a course of this type, based on ten

years of experience using debates as a teaching tool in an Information

Ethics course.

Tollison and Xie (2012) investigated the effects of preparing students

for an online debate through a worked example in terms of student

perception, participation, and level of cognitive skills. The study found

that students prepared for online debate through a worked example

participated more frequently, wrote more words or phrases that

encouraged the participation of others, and used higher-order thinking

skills.

Yang and Rusli (2012) indicated that research has shown that using

debate in higher education as a pedagogical tool has effect on promoting

higher order and critical thinking . Debate has been implemented in

various disciplines with adult learners, such as psychology , medicine

political science accounting . Based on the previous studies, students

viewed the use of debate as a new and innovative way to teaching and

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learning, while being more informative, and eye-opening . However, in

teacher preparation, the implementation of debate as a pedagogical tool to

promote learning as well as the research on this topic is relatively limited

. This study aims to implement debate as pedagogical tool to enhance

pres-service teachers' learning on the subject matter and investigate the

effect of using debate in teacher training in Singapore context. More

importantly, many students stated that debate helped them develop

critical thinking and higher order thinking skills in comparison to

traditional methods.

Alasmari, and Ahmed (2013) present the rationale behind using

debate in EFL classes and proposes a few modules of debating which, if

practiced properly, will make students confident users of English

language in academic, social and professional settings. The modules can

be practiced in EFL classes, English language centers, debating clubs or

other formal and informal settings where teaching-learning of English

language is concerned.

Jagger (2013) believed that a commonly used teaching method to

promote student engagement is the classroom debate. This study

evaluated how affective characteristics, as defined in Bloom's taxonomy,

were stimulated during debates that took place on a professional ethics

module for first year computing undergraduates. The debates led to lively

interactive group discussions with a high level of student engagement and

participation. Results support the view that debating the ethics of familiar

topics trigger affective characteristics and are beneficial in developing

levels of student engagement, critical analysis, flexibility of thinking and

motivation to learn.

Ali and Smith (2014) present a debate between two faculty

members regarding the teaching of the legacy programming course

(COBOL) in a Computer Science (CS) program. Among the two faculty

members, one calls for the continuation of teaching this language and the

other calls for replacing it with another modern language. This study,

although, provides a debate over the same topic but it is different from

ongoing debates because it balances the views expressed by both sides of

the debates. This in turn shows the difficulty encountered by various

departments when making a decision about COBOL.

Hennessey (2014) presents a way of using in-class debates to discuss

contentious issues and help students develop critical thinking skills. The

results show that even if students did not change their perspectives on

economic policy, the reasons why they have those perspectives did

change to be based in academic theory and evidence and not their blind

adherence to specific political platforms.

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Sziarto et al (2014) investigated using a stakeholder debate based on a

real-world case of regional construction that of Turkey's application to

join the European Union--improved students' critical thinking in an

introductory world regional geography course. Such courses are a staple

offering among US geography departments, and often the only exposure

of non-majors to geographic thinking. A stakeholder debate highlighting

regional construction, using structured learning activities and reflection

on their own thinking, improved students' critical thinking.

Aclan (2015) believes that vocabulary, the backbone of any language

including English, is foundational for listening, speaking, reading and

writing. Vocabulary is seen to be learned better when it is contextualized

thus language teachers should design communicative activities such as

debate. However, debate, being more known as a competitive rather than

a classroom activity worldwide, has not been explored yet for its potential



well as critical thinking and other soft skills. Thus, this qualitative study

was conducted to explore why and how EFL students learn vocabulary in

classroom debate. The findings show that students learned vocabulary

due to debate's interactive nature requiring contextualized and meaningful

language use from preparation to actual debate. EFL students described

how they learned vocabulary through debate which has implications for

SLA and language teaching.

Agell and Carrió ( 2015) believe that the use of animals in

biomedical research is a socio-scientific issue in which decision-making

is complicated. This study described an experience involving a role play

activity performed during school visits to the Barcelona Biomedical

Research Park (PRBB) to debate animal testing. Role playing games

require students to defend different positions and permit participants to

debate and reflect on their personal opinions. There were an analysis of

the students' opinions on this topic before and after performing the

activity. The results show that students actively took part in debate and

made use of the new information provided by the game, especially the

legal aspects. In conclusion, the role play activity helped participants to

create a more informed opinion, stimulated critical thinking and

argumentation skills.

Tous et al (2015) examine the effect of instruction through debate on

male and female EFL learners' reading comprehension. Also, their

perception of critical thinking (CT) instruction was investigated.

Although the findings showed that debate had a statistically significant

effect on EFL learners' reading comprehension ability, the role of gender

was not found to be significant. In addition, the results revealed that there

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was no significant difference between male and female EFL learners'

perception of CT instruction. It was concluded that instructing CT skills

through debate resulted in a better understanding of the reading texts.

Apdoludin and Abdul Rahim (2016) determined the effect model of

debate in the yellow book learning in schools to improve students' critical

thinking skills so they can find a new science. Results are expected in this

study is a model debate can enhance students' critical thinking abilities of

conventional learning models. It can be concluded that the model of the

debate in the yellow book learning can increase the effective, critical

thinking skills so that students can discover new knowledge for each

study. Through the model is expected to debate helped teachers in the

classroom so that learning takes place more systematically implemented

and significantly improved comprehension and critical thinking skills of

students.

Hlalavacik et al ( 2016) argued that although a great deal can be

learned from anecdotal evidence about trends in debate education,

surprisingly little is known about the actual activity of college debate

teams across the country. For example, there are no real data about how

many tournaments the average college debate team attends each year.

Results are presented from the first national survey of college debate

coaches concerning the shape and scope of the activity.

Lopez et al (2016) described a new tool for managing and

structuring debates over the Internet, and presents the results of a series of

trials in an educational context. The tool enables users to post opinions

and proposals, and to make multiple group decisions. Empirical results

showed that it also encouraged the involvement of all the students in

debates and allowed the participation of each student to be evaluated. The

tool demonstrated its advantages over traditional oral debates and, as far

as we are aware, it incorporates features not found in any other

comparable web tool.

Jeong and Liu (2017) indicated that prior beliefs can affect how

people argue and respond to controversial claims. In this study the

researchers examined how patterns in students' responses posted in online

debates were associated with students' initial positions on given claims

prior to debate. The findings suggest that manipulating group

composition based on prior beliefs and manipulating the direction and

phrasing of the claim under debate may help to elicit more frequent

exchange of opposing viewpoints and raise the level of critical discourse.

Mumtaz (2017) explored medical student's views and perceptions of

a series of debates conducted during problem-based learning (PBL)

practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin

Faisal University, Saudi Arabia. The students' responses were recorded

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on a formulated questionnaire. The usefulness of debate in alleviating

potential difficulties in communicating with patients was agreed to by

69% (n = 126) of participants. The majority of our medical students

found debating enhanced analytic decision-making, communication, and

critical thinking skills.

The researcher concluded that these studies indicated the role of

debate in developing critical thinking and consequently generating more

ideas including new words related the topic of discussion . Also,

discussion based on prior knowledge may increase the need for the

recognition of new daily life words . The involvement of all the students

in debates is essential for the process of learning these topics of

discussion .

Vocabulary Importance

Vocabulary, the backbone of any language including English, is

foundational for listening, speaking, reading and writing. These four

macro-skills are necessary not only in gaining knowledge as English is

the language to access major information sources particularly the World

Wide Web but also in the demanding globalized workplace. Vocabulary

is seen to be learned better when it is contextualized thus language

teachers should design communicative activities such as debate.

However, debate, being more known as a competitive rather than a

classroom activity worldwide, has not been explored yet for its potential



well as critical thinking and other soft skills. (Aclan et al, 2015) .

Liu (2016) clarified that numerous researchers in education

recognize that vocabulary is essential in foreign language learning.

However, students often encounter vocabulary that is difficult to

remember. Providing effective vocabulary learning strategies is therefore

more valuable than teaching students a large amount of vocabulary.

Lessard ( 2013) added that vocabulary is central to English

language teaching. Without sufficient vocabulary, students cannot

understand others or express their own ideas. Teachers who find the task

of teaching English vocabulary a little daunting are not alone!

Wu (2017) believes that English learning has become a vital

educational strategy in many non-English-speaking countries. Vocabulary

is a critical element for language learners. Therefore, developing

sufficient vocabulary knowledge enables effective communication.

However, learning a foreign language is difficult and stressful. In

addition, memorizing English vocabulary is often considered boring, and

learners may lack motivation for learning activities.

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In spite of considerable advancements in our understanding of the

different factors involved in achieving vocabulary-learning success, the

overall pattern and interrelationships of critical factors involved in L2

vocabulary learning--particularly, the mechanisms through which learners

regulate their motivation and learning strategies--remain unclear .(Zahng ,

2017)

Absalom (2015) added that one of the thorniest aspects of teaching

languages is developing students' vocabulary, yet it is impossible to be

"an accurate and highly communicative language user with a very small

vocabulary . More vocabulary than previously thought is required to

function well both at spoken and written discourse levels. With the recent

spread and uptake of "Language Perfect"--"used by more than 1,000

schools around the world"

Naeimi and Foo (2015) point out that vocabulary learning has

long been considered as one of the essential components for developing

language learning. However, language learners are required to not just

concern about memorizing definitions but also integrating vocabulary

meaning into their present knowledge. Many strategies such as direct or

indirect ones may be integrated to enhance vocabulary acquisition.

Yunus et al (2016) believe that computer Assisted Language

Learning (CALL) integration in EFL contexts has intensified noticeably

in recent years. This integration might be in different ways and for

different purposes such as vocabulary acquisition, grammar learning,

phonology, writing skills, etc.

Vocabulary Development

Vocabulary development begins in infancy and is the foundation on

which children’s language and literacy skills are built. Research shows

that the size of a learner’s vocabulary is a strong indicator of future

school success. At Stepping Stone School, learners develop vocabulary

through developmentally appropriate planning, interactions and

instruction from their teachers. Books from rich classic literature

collection are read and reread as favorites are discovered. Learners are

given a daily platform to share news, discuss the week’s theme and

vocabulary words, and even develop their own class rules. The teacher

moves among the learners modeling language and vocabulary skills.

These skills are enhanced throughout the afternoon as the learners write

plays, create graphs or describe favorite soccer plays. Stepping Stone

School. (2014)

Primary conclusions from National Reading Panel (2000) for

vocabulary development are :

1. Vocabulary should be taught both directly and indirectly.

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2. Repetition and multiple exposures to vocabulary items are important.

3. Learning in rich contexts is valuable for vocabulary learning.

4. Vocabulary learning should entail active engagement in learning tasks.

5. Dependency on a single vocabulary instructional method will not

result in optimal learning. Dahlgren( 2008 ).

Vocabulary is the basis for learning language. Educational research

shows that vocabulary strongly relates to reading comprehension,

intelligence, and general ability. As children learn to read, they must learn

to decode (sound-out) print, but they also must have a vocabulary base

(word knowledge) in order to make sense of what they decode. By third

grade, however, children are reading to learn. For example, a child who is

reading to learn about the Revolutionary War needs to know words like

war, army, and horses (a basic vocabulary) to understand the history

lesson. At the same time, however, the learner will likely learn new

words like artillery and revolution—continuing to build his/her

vocabulary. Loraine ( 2008).

The researcher concludes that there is a need to use vocabulary in

context . Also, vocabulary is used in different language skills .

Vocabulary is the basis for learning language. Language learners are

required to not just concern about memorizing definitions but also

integrating vocabulary meaning into their present knowledge.

There are many studies which indicated the need to develop English

vocabulary . For example , the study of Faraj (2015) which indicated that

there have been tons of research to examine the student's level of

receptive vocabulary and productive vocabulary, but no research has

conducted on how turning receptive vocabulary into productive

vocabulary. This study has reported the impact of the teaching

methodology; materials and learning context on students' productive use

of vocabulary. In addition, exploring the appropriate methods and

approaches that the teacher can deploy in class to assist the students to

turn their receptive vocabulary into productive vocabulary. Results

indicate that EFL learners through practicing Kramsch's procedure of

vocabulary learning and some effective strategies of learning vocabulary

enabled the students to turn their receptive vocabulary into productive

one successfully.

Li and Kirby (2015) explored the relationship between two

dimensions of vocabulary knowledge, that is, breadth of vocabulary (the

number of words known) and depth of vocabulary (the richness of word

knowledge), and their effects on different aspects of English reading in

Chinese high school students learning English as a second language.

Results showed that breadth and depth of vocabulary were moderately

correlated. When reading comprehension was the outcome measure,

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vocabulary breadth significantly predicted a multiple-choice reading

comprehension measure, which requires general understanding of the

text, while vocabulary depth contributed to summary writing, a measure

of deeper text processing.

Naeimi and Foo (2015) attempt to investigate the effectiveness of

implementing direct versus indirect vocabulary learning strategies on

vocabulary acquisition of pre-intermediate language learners. To fulfill

the aim of the study, sixty students were selected and assigned into two

experimental groups (A & B) based on a vocabulary pre-test. At the end

of the research, all the participants were given another vocabulary test.

The results indicated that the direct group (A) outperformed the indirect

group (B). The results showed that direct strategies at pre-intermediate

level can lead to higher achievement of vocabulary storage in reading

comprehension.

Ozturk (2015) reports the results of two studies on the vocabulary

growth of advanced learners of English as a foreign language in an

English-medium degree programme. The overall results of the two

studies suggested that learners' receptive vocabularies did not grow

significantly, whereas the longitudinal data indicated expansion of

productive vocabularies by about 10%. Both receptive and productive

knowledge of academic vocabulary improved significantly in the

longitudinal data. Frequency seemed to have a stable overall effect in

vocabulary development.

Yakup (2015) urges that teaching vocabulary in teaching Turkish as

Foreign language is important. Different methods are employed in

teaching vocabulary. In this study the pre- and post-test results of

experimental group where caricatures were used to teach vocabulary and

control group where vocabulary items were taught without use of

caricatures when teaching Turkish vocabulary items to foreign students

are compared statistically. Two groups are compared at the end of the

application and a statistically significant difference in favor of

experimental group was found out. This difference indicates that use of

caricature in teaching Turkish vocabulary to foreign students increase

students' success.

Aidinlou and Moradinejad (2016) made an attempt to compare the

impacts of teaching authentic materials through traditional techniques

with teaching authentic materials through authentic use, where students in

the experimental group were taught new vocabulary items of subtitles

through watching subtitled videos, and control group were taught the

same vocabulary items from subtitles using traditional instruction of

vocabulary. The results indicated that the students of control group

outperformed in short-term retention. As many learners do not develop

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long-term mastery of the vocabulary, teaching vocabulary items through

watching videos with subtitles can help them store and retrieve

vocabulary items better.

Huang et al (2016) developed a 5-step vocabulary learning (FSVL)

strategy and a mobile learning tool in a situational English vocabulary

learning environment and assessed their effects on the learning

motivation and performance of English as a foreign language (EFL)

students in a situational English vocabulary learning environment.

Overall, 80 EFL students and 1 teacher participated in this study. The

results showed that the learning motivation and performance of students

taught using the FSVL strategy and mobile learning tool were superior to

those of students taught using the FSVL strategy and traditional learning

tools in a situational English vocabulary learning environment.

Hunt and Feng ( 2016) conducted this project to provide professional

development to teachers in vocabulary instructional strategies and to

examine vocabulary acquisition of English language learners. Results

from the pre/posttest comparison indicate that students' scores did

improve under direct vocabulary instruction. Results from the

questionnaires indicated that teachers gained both knowledge of and

confidence in direct vocabulary instruction. Due to the importance of

vocabulary acquisition for ELL students, educators need more formal

training on effective instructional strategies to use in their classroom.

Johnson et al (2016) urge that research has consistently shown

diversity of vocabulary to be an important indicator of second language

(L2) writing development as well as L2 writing performance. The results

suggest that accurate productive knowledge of high-frequency word

families was associated with L2 writing performance. Based on the

results, the authors present potential uses of lexical frequency information

to help students develop (a) accurate productive knowledge of high-

frequency word families and (b) a repertoire of low-frequency word

families based on their communicative needs.

Liu (2016) encourages teachers to apply these strategies by using

mobile phones and technology to facilitate vocabulary learning.

Participants were divided into learner-constructed concept-mapping and

text-only strategy groups. For vocabulary learning acquisition and

retention, the concept-mapping group performed significantly superior to

the text-only group.

Ozturk (2016) investigated the receptive vocabulary growth of

advanced EFL learners in an English-medium degree programme. The

study used the Vocabulary Size Test in a cross-sectional design to

measure the vocabulary size of learners at various stages of study. The

effect of word frequency on vocabulary development and the presence of

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an implicational scale among frequency levels were also investigated.

The results of the study suggest that learners' vocabularies expand by

about 500 words a year. However, there is evidence for severe attrition in

the final year. Frequency is a significant factor in receptive vocabulary

development, but an implicational scale could not be established.

Lie (2016) encourages teachers to apply these strategies by using

mobile phones and technology to facilitate vocabulary learning.

Participants were divided into learner-constructed concept-mapping and

text-only strategy groups. The concept-mapping group received the

vocabulary instruction according to the concept maps constructed by the

students themselves while the other group received the vocabulary in a

random order. The research question was as follows: Does mobile

English vocabulary learning based on concept-mapping strategy have a

significant effect on EFL learners' vocabulary performance? For

vocabulary learning acquisition and retention, the concept-mapping group

performed significantly superior to the text-only group.

Lu and Chang (2016) believe that with the advantages of an engaged

and authentic role-play game (RPG), this study aims to develop an RPG-

enhanced English for specific purposes (ESP) vocabulary-acquisition

framework, providing teachers and students a systematic way to

incorporate RPG into ESP learning. The results confirmed that the

framework can facilitate students' ESP vocabulary acquisition in

vocabulary assessment for situational sets. Meanwhile, the framework

was effective in promoting students' social participation, especially on

external expectations and social contact perspectives.

Tang et al (2016) believe that in response to the limited vocabulary

size of its undergraduates, an independent vocabulary learning platform,

VLearn was designed and launched in a university in Hong Kong. The

study also reported on the vocabulary learning experience of its users

during an eight week evaluation study. Suggestions are made on how

independent vocabulary building at higher education, as well as

comprehensive vocabulary instruction at early years could be supported

by means of technology.

Yunus et al (2016) believe that Computer Assisted Language

Learning (CALL) integration in EFL contexts has intensified noticeably

in recent years. This integration might be in different ways and for

different purposes such as vocabulary acquisition, grammar learning,

phonology, writing skills, etc. For the discussion, it reviews the results of

previous international and Iranian studies on CALL integration in

vocabulary instruction to illustrate the state of research in this field.

Based on the literature review, it is proposed that further research is

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required to find out the influences of CALL on different facets of

vocabulary knowledge.

Akbulut (2017) attempted to understand the relationship between

morphological awareness and vocabulary knowledge of university

preparatory class students. In second language learning environment,

fifty-two preparatory class students have participated in this study. The

findings indicate that the participants who obtained morphological

treatment took in consideration the morphemes and vocabulary items

better than the others who took traditional vocabulary teaching procedure.

Golfam (2017 ) investigated empirically the effect of vocabulary

self-selection strategy and Input Enhancement strategy on the vocabulary

knowledge of Iranian EFL Learners. After about three months of

treatment, seen and unseen posttests were administered. The results

revealed positive effects of both strategies on the vocabulary knowledge

of the Iranian EFL learners.

Karakoç and Köse (2017) attempt to clarify the incremental and

multidimensional nature of foreign language vocabulary development and

its relation to the participants' reading and writing performances and

general language ability of English as a foreign language (EFL). The

results revealed that the students' receptive vocabulary knowledge was

larger than their productive vocabulary knowledge. It was also found that

the contribution of vocabulary knowledge to the foreign language

performances of reading, writing and proficiency was significant.

Kennedy et al (2017) clarified that vocabulary knowledge is vital for

students' success in school and beyond. Using a multiple-baseline design,

we tested the efficacy of a multimedia, multicomponent professional

development package in which middle school science teachers in

inclusive classrooms promoted science vocabulary knowledge. The

professional development package improved the quality of the teachers'

use of evidence-based vocabulary practices and increased the amount of

time they spent explicitly teaching vocabulary in their classes.

Kurt and Bensen (2017) fostered vocabulary development through the

implementation of Vine vocabulary videos in English vocabulary

learning. The results of the post-test revealed that the practice of Vine

vocabulary videos was effective and improved participants' vocabulary.

This study claims that adopting smart phones into a vocabulary course

will enable English as a foreign language learners to expand and

consolidate their vocabulary learning outside the classroom.

Noughabi (2017) added that vocabulary as a significant component

of language learning has been widely researched. As well, it is well

documented that vocabulary could be learned through listening and

reading. In addition, measuring productive vocabulary has been a chief

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concern among scholars. Therefore, the present study aims to figure out

whether meaning-focused listening input has effect on productive

vocabulary size of Iranian intermediate EFL learners. Qualitative data

analysis, revealed that teachers did not believe in feasibility of vocabulary

instruction through meaningful listening input due to many limitations

such as time constraint and EFL learners' insufficient vocabulary size.

Mohsen (2017) investigated vocabulary acquisition through a

commercial digital video game compared to a traditional pencil-and-

paper treatment. To compare the three groups, a mixed between within

subjects ANOVA was run. Results indicated that the Players and

Watchers outperformed the Readers. It is concluded that digital video

games can be beneficial complementary activities for vocabulary

acquisition in high school classrooms.

Wu (2017) believed that there is a need to increase English learning

motivation and interest. This study constructed a mobile game-based

English vocabulary practice system that entails selecting words according

to textbook passages, a difficulty ratio, and learning portfolios. The

learning activities involved in the system transform vocabulary learning

from tedious memorization to game-based learning, thereby enhancing

learners' vocabulary memory and their familiarity with curriculum-related

vocabulary through various multimedia. According to the analysis results,

students who used the proposed system exhibited higher learning interest,

attention, and learning effectiveness, as well as a sense of

accomplishment and triumph, compared with other students.

Zhang et al. (2017) examined L2 vocabulary learning, focusing on the

joint influence of different motivational factors and learning strategies on

the vocabulary breadth of adolescent learners of English as a foreign

language (EFL) in China. The findings suggest that vocabulary-learning

strategies mediate the relationship between motivation and vocabulary

knowledge. In addition, IM may have a greater influence on vocabulary

learning in foreign-language contexts.

The researcher concludes that vocabulary is essential for the process

of language learning . Educational research shows that vocabulary

strongly relates to the language skills . Learning in rich contexts is

valuable for vocabulary learning. Vocabulary learning should entail

active engagement in learning tasks.

Decision Making :

Wentworth et al (2017) declare that in the United States, an emphasis

on evidence-based decision-making in education has received renewed

interest with the recent passage of the Every Student Succeeds Act.

However, how best, in practice, to support the use of evidence in

educational decision-making remains unclear. Research Practice

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Partnerships (RPPs) are a popular strategy for cultivating evidence-based

decision-making among educators, but understanding the ways in which

partnerships can influence educators' use of research evidence in their

decision-making is limited.

Jonassen (2012) added that decision making is the most common kind

of problem solving. It is also an important component skill in other more

ill-structured and complex kinds of problem solving, including policy

problems and design problems. There are different kinds of decisions,

including choices, acceptances, evaluations, and constructions.

Decisions involve many intangibles that need to be traded off. To

do that, they have to be measured along side tangibles whose

measurements must also be evaluated as to, how well, they serve the

objectives of the decision maker. The comparisons are made using a scale

of absolute judgments that represents, how much more, one element

dominates another with respect to a given attribute. The judgments may

be inconsistent, and how to measure inconsistency and improve the

judgments, when possible to obtain better consistency is a concern of the

AHP. Thomas (2010) .

Characteristics of Decision-Making:

Objectives must first be established

Objectives must be classified and placed in order of importance

Alternative actions must be developed

The alternatives must be evaluated against all the objectives

The alternative that is able to achieve all the objectives is the tentative

decision

The tentative decision is evaluated for more possible consequences

The decisive actions are taken, and additional actions are taken to

prevent any adverse consequences from becoming problems and

starting both systems (problem analysis and decision-making) all over

again

There are steps that are generally followed that result in a decision

model that can be used to determine an optimal production plan.

In a situation featuring conflict, role-playing may be helpful for

predicting decisions to be made by involved parties. ( Wikipedia ,

2017) .

Decision Making skills for University Students:

Using a decision making process that provides a consistent set of

steps leading to a decision outcome while avoiding

common decision traps and thinking errors;

Approaches for values and needs identification such as stakeholder

analysis and candid self-reflection;

https://en.wikipedia.org/wiki/Decision-making#cite_note-7

https://en.wikipedia.org/wiki/Role-playing

http://www.decision-making-solutions.com/decision_making_process.html

http://www.decision-making-solutions.com/decision-timing.html

http://www.decision-making-solutions.com/decision-traps-thinking-errors.html

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Discovery and creativity skills that can help identify or

generate decision alternatives;

Imagination and visualization used to envision possible future

consequences of alternative solutions;

Information, data gathering, and observation methods that enable

evaluation of solution options;

Techniques for deciding that aid in analysis and evaluation of

decision options;

Logic and analysis that enables inferences or conclusions from

relevant information and assumptions;

Assessment of risk, uncertainty and application of probabilistic

analysis to the likelihood of outcomes

Collaboration, communication, cooperative learning, negotiation,

and active listening needed for effective group decision making;

Coping strategies that help manage emotion and perception issues

while increasing objectivity in stressful decision situations;

Abstraction, categorization and organizing that identifies and

connects related concepts (such as decisions);

Self discipline and leadership skills that inspire and motivate

commitment and action for a chosen solution;

Time and task management needed for successful decision

implementation.

Decision Innovation Center, Illinois. (2017)

Also, Gonzalez (2018) presented the skills of decision making as

follows:

-Intuition - This encompasses an aptness to comprehend something

instantly, without the need for analyzing, thinking, or conscious

reasoning. When Amber was robbed at gunpoint, her intuition told her

to throw her wallet and run in the opposite direction.

-Foresight - This is the ability to predict consequences of a particular

action or decision. Amber made the decision to study for her test

instead of going out with friends, because she could foresee that if she

got a bad grade on her math test it could impact her college

admissions.

-Critical thinking - This entails the capacity to think and reason clearly

and logically, and comprehend how concepts and ideas relate. It

involves the ability to gather, analyze and evaluate information.

-Emotional intelligence - This is an ability to read others' emotions,

which can aid in decision making involving people and to use

emotional information for making decisions.

http://www.decision-making-solutions.com/decision-alternatives.html

http://www.decision-making-solutions.com/decision_making_techniques.html

http://www.decision-making-solutions.com/group-decision-making-process.html

http://www.decision-making-solutions.com/decision-implementation.html

http://www.decision-making-solutions.com/decision-implementation.html

https://study.com/academy/lesson/what-is-emotional-intelligence-definition-lesson-quiz.html

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-Self-control - This involves an emotional regulation that is useful to

control extreme emotions so that a person can use rationality in making

decisions.

There are some studies which revealed the role of decision making

in the process of learning . Gresch et al (2013) pointed out that dealing

with socio-scientific issues in science classes enables students to

participate productively in controversial discussions concerning ethical

topics, such as sustainable development. In this respect, well-structured

decision-making processes are essential for elaborate reasoning. The

decision-making training led to a significant improvement in the post-test

and the follow-up, which was administered three months after the

training. Long-term effects on the quality of the students' decisions were

evident for both training groups.

Gresch, Hasselhorn and Bögeholz (2017) believe that thoughtful

decision-making to resolve socioscientific issues . The present study

explores whether the application of decision-making strategies, combined

with reflections on the decision-making processes of others, enhances

decision-making competence. The findings suggest that students in both

training groups incorporated aspects of meta-decision into their

statements more often than students in the control group.

Isnawati and Saukah (2017) investigated teachers' grading decision

making, focusing on their beliefs underlying their grading decision

making, their grading practices and assessment types, and factors they

considered in grading decision making.. The results show that the

teachers believe that assigning grades is not only for measuring the

students' ability, but also for making them active users of the language,

giving them life skills and experience and motivating them.

Perez and Gati (2017) tested the associations among the career

decision-making difficulties, the career decision status, and either (a) the

career decision-making profiles of 575 young adults, or (b) the coping

strategies of 379 young adults. As hypothesized, a more advanced

decision status was negatively associated with both career decision-

making difficulties .Productive coping strategies were not found to be

associated with decision status

Decision-making is regarded as the process resulting in the selection

of a belief or an ideas . Every decision-making process produces a final

choice, which may or may not prompt action. Decision-making is the

process of recognition and choosing alternatives based on

preferences and beliefs of the decision-maker. The related studies helped

the researcher to recognize the different domains of decision making

process .Also, these studies indicated the process of decision making is a

process of generating ideas .

https://en.wikipedia.org/wiki/Cognition

https://en.wikipedia.org/wiki/Preference

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Instrument and material :

The list of vocabulary :

The list is prepared to answer the first question of the study which is:

- What are the needed vocabularies to be developed for the students of

French department at Alarish faculty of education ?

The list of the vocabularies is prepared through reviewing the course of

English for non specialists presented of English for non specialists ,

third year, Arish University, faculty of education . Also, the researcher

conducted content analysis of words of each topic to recognize the main

words of each topic which may cope with debate titles and context . (

See Appendix 1) .

The Debate Activities Work Sheets :

The debate activities are prepared in the light of the concept of

debate which is based on discussion and argumentation .These activities

are prepared in the shape of work sheets to achieve the aim of the study

and to answer of the second question which is :

What are the components of debate activities for developing English

vocabulary for the students of French department at Arish faculty of

education ?

These activities are prepared in the light of literature review and related

studies including debate topics like woman work , internet role and

grammar use.

The different activities of debate can be promoted and presented by

different aids. These aids included pictures, cards and wall-charts besides

using related web- sites.

These activities included the recognition of students opinions towards

different topics of debate and students have to adopt a view of for or

against each topic of discussion . That may help in increasing students

vocabulary wealth through argumentation of oral and written

presentation of debate topics . ( See Appendix 2) .

The Vocabulary Test :

The test is prepared to answer the third question of the study which is :

What is the effect of debate on developing English vocabulary for the

students of French department at Alarish faculty of education ?

Aim of the Test : This test is used to recognize the of impact of

debate strategy on developing English vocabulary for French

department students .

Constructing of the Test Items :

In the light of the different resources of literature review and related

studies, the test items were constructed . The items of the test consisted

of 30 points measuring the recognition of English vocabulary for the

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students of French department . These items are formed in the shape of

multiple choice question .

Piloting English Vcabulary Test :

The test was administered to a pilot sample of (20 ) student of the

French department , third year of Arsih faculty of education . The test

was piloted to define its statistical features as well as to determine the

appropriate time.

Time of the Test :

The test lasted 70 minutes according to the following equation :

utesmin7028060

2

studentslowest by the taken timethestudent fastest theby the taken timeThe

Test Instructions :

The instructions of the test are explained clearly and orally in English

during the experimentation for the participants of the study to make sure

that the students understood what is required in each part of the test .

The Final Form of the Test :

The test is constructed and its form is appropriate for administration .The

test consisted of 30 points each point measuring one word to recognize

the students recognition of English vocabulary .

The Validity of the Test :

The validity of the test is done by submitting the vocabulary test to a jury

members . Some of them are specialists in the field of language teaching ,

while others are specialists in the academic field of the English language.

The jury members are asked to give their suggestions and comments for

the items. According to the suggestions and comments, some

modifications were done to the final version of the vocabulary test .

The Reliability :

Reliability of the test is statistically carried out by using spilt-half

method. The test was divided into parts, thus the reliability co-efficient

of the test was based on administrating of the test to the students of

French department . The test was presented to 20 student as a pilot study

. The reliability of the test is measured by half spilt equation. The

reliability of the test was (0.78). See ( Appendix 3)

The Scale of Decision Making :

The scale of decision making is adopted from Azz deen (2015) .The

scale consisted from three main domains and each domain consisted of

ten statements. These domains are :

1.The domain of decision taking talent.

2.The domain of productive thinking talent

3.The domain of prediction talent

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The Validity of decision making scale :

The validity of the test is done by submitting the scale to a jury members

. Some of them are specialists in the field of language teaching , while

others are specialists in the academic field of the English language. The

jury members are asked to give their suggestions and comments for the

items.

The Reliability of decision making scale :

Reliability of the scale is statistically carried out by using spilt-half

method. The scale was divided into three parts, thus the reliability co-

efficient of the scale was based on administrating of the scale to the

students of French department . The scale was presented to 20 student

of French department , out of the study group , as a pilot study . The

reliability of the scale is measured by half spilt equation. The reliability

of the scale was (0.82 ). See Appendix (4).

The Experimentation:

The experimentation of the study continued for two months including

presenting study tools . The researcher limited the words list according

to the nature of debate topics and course presented to non specialists

students at Arish faculty of education . Then the researcher presented

the vocabulary test and decision making scale before presenting work

sheets of each debate topic to help the students of French department

to recognize and practice English vocabulary . The students of French

department are asked to have competition for each topic presenting their

agreement or disagreement of each debate topic . These activities

included recognition of students opinions towards different topics of

each debate . The students have to adopt a point of view of being for or

against each topic of discussion. That may help students in increasing

their vocabulary wealth through argumentation of oral and written

presentation of debate topics . Some problems may happen according to

the different points of view and the need to take a stand, but using

arguments which is based on logic may help to narrow this gap .Finally,

the study instruments are applied for post application of the experimental

group .

The Statistical Results of the Study

The first hypothesis:

H0: there is no significant statistical difference at the level of Zero hypothesis

Non specialist) ) among the mean scores of research group students(0.05

≤ α)

of French department in pre and post application of the vocabulary test in favour

of post application of the test.

688


- Alternative hypothesis:

Ha: there is a significant statistical difference at the level of ( a≤ 0.05) among

the

mean scores of research group students ( non specialists ) of French department

in pre and post application of the vocabulary test

T value was calculated for statistical differences of the correlated

mean scores for significant of research group students ( non specialists )

of French department in pre and post application of the vocabulary test

using SPSS .The results are the following :

Table no ( 1 )

T test Results of the mean scores on the pre and post application of the

vocabulary test Significance Sig T

value

Correlati

on factor

Freedom

degree

Divergent Mean No Application

Significant at

the level of

0.01

0.0

00

8.939 0.138 29 3.708

12.10

0

30 Pre

3.912 20.26

7 Post

This table indicates that t value is significant at the level of 0.01 and the

freedom degree is 29 which indicates that there is a significant statistical

difference between pre and post application and by doing so , zero hypothesis is

denied and accepting the alternative hypothesis which is:

Ha: there is a significant statistical difference at the level of (a ≤ 0.05) among the

mean scores of research group students (non specialists) of French

department in pre and post application of the vocabulary test for post

application

The second hypothesis:

H0: there is no significant statistical difference at the level of Zero hypothesis

among the mean scores of research group students of French (0.05 ≤ α)

department in pre and post application of the decision making scale

- Alternative hypothesis:

Ha: there is a significant statistical difference at the level of(a ≤ 0.05)

among the

among the mean scores of research group students (non specialists) of French

department in pre and post application of the decision making scale

T value was calculated for statistical differences of the correlated

mean scores for significant of research group students ( non specialists )

of French department in pre and post application of the decision

making scale using SPSS .The results are the following :

689


Table no ( 2 )

T test results of students mean scores on the pre and post application of

decision making scale

Significance Sig T

value

Correlation

factor

Freedom

degree

Divergent Mean No Application

Significant

at the level

of 0.01

0.000 7.306 0.188 29 6.059 67.900

30

Pre

6.850 78.900 Post

This table indicates that t value is significant at the level of 0.01

and the freedom degree is 29 which indicates that there is a significant

statistical difference between pre and post application and by doing so ,

zero hypothesis is denied and accepting the alternative hypothesis which

is :

Ha: there is a significant statistical difference at the level of (a ≤

0.05)among the mean

scores of research group students (non specialists) of French department

in pre and post application of the decision making scale for post

application

The third hypothesis

Zero hypothesis:

-There is no accepted impact and size effect of debate in developing



-Alternative hypothesis:

-There is accepted impact and size effect of debate in developing



The effectiveness is calculated using H-SGR on pre and post means

of students marks of French department students. This table indicates

these results:

The size effect was calculated of using debate in developing

English vocabulary and decision making for the students of French

department using the value of t calculated from the difference of

mean scores ( pre and post ) and freedom degree . The results are

showed in the following table:

690


Table no ( 3 )

Size effect of using debate in developing English vocabulary and

decision making for the students of French department

Size

effect

Factored

value

Pearson

factor

T

value

Freedom

degree

Technique Variable

big 2.143 0.138 8.939 29

d vocabulary

0.734 (2)

big 1.7 0.188 7.306 29

d Decision

making 0.648 (

2)

The researcher concluded that according o the table results that the

gain value is existed in the range of effectiveness and the size effect is

big that there is an effectiveness and size effect of using debate on

developing English vocabulary and decision making for the students of

French department

Findings and discussion :

The researcher concluded that according to the table results , the

gain value is existed in the range of effectiveness and the size effect is

big . There is an effectiveness and size effect of using debate on

developing English vocabulary and decision making for the students of

French department.

Debate strategy may help in having different points of view and

accordingly that may generate different words which are related to the

debate topic. As debate

refers to a discussion in which reasons are advanced for and against some

proposition or proposal. Debating is a formal method of interactive

argument. The quality and depth of a debate depends on the knowledge

and skill of the participants. Opinions and proposals, and to make

multiple group decisions are man factors to develop the vocabulary .

Encouraged the involvement of all the students in debates allowed the

participation to discuss and present new related words of each topic

presented in the work sheets .

These results indicate that using debate strategy may help in

developing thinking and interactive argumentation which should be

developed . The results of the study are consistent with the studies of

Park and Jugdev (2011) , Peace (2011), Tollison and Xie (2012), Yang

and Rusli (2012),Alasmari, and Ahmed (2013), Hodgman (2013), Sziarto

et al (2014) , Aclan (2015), Tous et al (2015), Apdoludin and Abdul

Rahim (2016), Lopez et al (2016), Jeong and Liu (2017) and Mumtaz,

(2017).

691


The results of the related studies are consistent with the study results .

These studies indicated the importance of using debate on developing

achievement, critical thinking and decision making . The study has

consistently shown the role of debate to be an important indicator of

second language development of vocabulary and decision making .

Debate is a formal contest of argumentation between two teams or

individuals. More broadly, and more importantly, debate is an essential

tool for developing and maintaining critical thinking. More than a mere

verbal or performance skill, debate embodies the ideals of reasoned

argument, tolerance for the issues of discussion . Implementation of

debate as a pedagogical tool enhanced pre -service teachers' learning on

the subject matter and using debate in teacher training was effective .

The implementation of debate as a pedagogical tool to promote learning

as well as the research on this topic is relatively limited . More

importantly, debate helped students to develop critical thinking in

comparison to traditional methods .

Debate provides meaningful listening, speaking and writing practice.

Debate is also highly effective for developing argumentation skills for

persuasive speech and writing. With practice, many students show obvious

progress in their ability to express and defend ideas in debate and they

often quickly recognize the flaws in each other's arguments. Debate is an

important educational tool for learning analytic thinking skills and for

forcing self-conscious reflection on the validity of one's ideas. Also,for

decision making , logic and analysis that enables inferences or conclusions

from relevant information and assumptions are recommended.

After conducting the debate activities which are related to topic need

argumentation and discussion to take a stand for or against , the researcher

may claim that the students performance improved according to the

statistical results of vocabulary test and decision making skills. This is

may be attributed to the essence of debate strategy which depends on

mutual understanding of other persons opinions and the need to take a

stand which is based on logic and reason . The debate strategy helps the

students to present their opinions freely in each topic of the debate .

Conclusion

This study suggests that debate leads to an improvement of

vocabulary and decision making compared to the traditional method of

teaching vocabulary which is based on memorizing words and therefore

there is no retention . However , this conclusion is limited by the

participants' level and the length of the study . Debate strategy may help

in having different points of view and accordingly that may generate

different words which are related to the debate topic. As debate

692


refers to a discussion in which reasons are advanced for and against some

proposition or proposal. Debating is a formal method of interactive

argument. There is a need to develop English vocabulary as vocabulary

development is a key to develop English language skills for university

students who study English course for non – specialists.

Recommendations

-Preparing a training program based on multimedia tools on developing

vocabulary for the student teachers of French department.

-Preparing a training educational scaffolding based program on

developing the vocabulary for the students of secondary schools .

-The effectiveness of using active learning strategies on developing

vocabulary for the non specialists students of Arish university .

-The effectiveness of using brain storming strategy on developing

vocabulary for the student teachers of French department.

-The effectiveness of using debate strategy on developing English

grammar for the student teachers of scientific departments at Arish

faculty of education .

Suggestions for further Research

-Recognizing the students problems in vocabulary recognition at other

educational stages.

- Identifying the different reasons of student teacher weakness in

vocabulary instruction .

-Using the English language labs in developing vocabulary for the

student teachers of English department and other departments .

-Using different tools of technology in developing vocabulary for

university students.

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Documents

The Impact of Debate Strategy on Developing English